Transformative Endeavors: Implementing Helms's Racial Identity Theory to a School-Based Heritage Project

Thompson, Chalmer E.; Alfred, Dorienna M.; Edwards, Sherri; Garcia, Patrícia Azevedo

doi:10.4135/9781412976220.n8

Cited by 4 publications

(7 citation statements)

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“…Interventions of consciousness-raising groups, role modeling, and use of community resources, based on a worldview of Black racial ideology and African American cultural identity, have been beneficial for empowerment (Utsey, Bolden, & Brown, 2001). In addition, researchers have noted the effectiveness with African American children of social justice advocacy in after-school prevention programs-called Heritage Project-that focus on the history of African Americans, including their values, strengths, and resilience, and that implement Janet Helms's racial identity theory (Thompson, Alfred, Edwards, & Garcia, 2006).…”

Section: Racism Acknowledgment Modelmentioning

confidence: 99%

“…In addition, researchers have noted the effectiveness with African American children of social justice advocacy in after-school prevention programs-called Heritage Project-that focus on the history of African Americans, including their values, strengths, and resilience, and that implement Janet Helms's racial identity theory (Thompson, Alfred, Edwards, & Garcia, 2006).…”

Section: Racism Acknowledgment Modelmentioning

confidence: 99%

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Evidence‐Based Practice and Its Implications for Culturally Sensitive Treatment

Roysircar

2009

J Multicult Couns & Deve

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the author discusses the adherence of culturally sensitive treatment (cst) to evidence-based practice. cst is distinguished from empirically supported treatment. therapists are advancing cst by designing and evaluating interventions and evolving their understanding of what makes cst work. la autora discute la adherencia del tratamiento culturalmente sensible (cst, por sus siglas en inglés) a la práctica basada en evidencias. el cst se distingue del tratamiento empíricamente sostenido. los terapeutas están desarrollando el cst diseñando y evaluando intervenciones y evolucionando en su comprensión de los factores que hacen del cst un tratamiento eficaz.

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Section: Racism Acknowledgment Modelmentioning

confidence: 99%

Section: Racism Acknowledgment Modelmentioning

confidence: 99%

Evidence‐Based Practice and Its Implications for Culturally Sensitive Treatment

Roysircar

2009

J Multicult Couns & Deve

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“…The school context plays an important role in adolescent development and education a critical role in sociopolitical development (Fanon, 1963(Fanon, /2004Freire, 1973Freire, , 1993Watts et al, 1999). Accordingly, schools may nurture students' self-definition and motivation to change sociopolitical inequity (Houser & Overton, 2001;Lynn, Hassan, & Johnson, 1999;McWhirter, 1994;Thompson, Alfred, Edwards, & Garcia, 2006). Murphy (1999) argued that schools should emphasize students "learning the impact of sociocultural structures and relations on the growing person, and the inferences and conclusions drawn from this impact as manifested in self-concept and worldview" (p. 125).…”

Section: School Influencementioning

confidence: 99%

“…Although structural racism has a pernicious impact on poor adolescents of color, their interpersonal relationships may be a source of support for (or constrain) sociopolitical development (Thompson et al, 2006). Freire (1973Freire ( , 1993 emphasized supportive relationships between members of oppressed and marginalized groups as facilitative of the consciousness of structural oppression and sociopolitical development.…”

Section: Student Race Relationsmentioning

confidence: 99%

School and Parental Influences on Sociopolitical Development Among Poor Adolescents of Color

Diemer

Hsieh

Pan

2008

The Counseling Psychologist

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Sociopolitical development represents a motivation to reduce sociopolitical inequity, a healthy sense of the self, and perceived agency in the context of structural oppression. Sociopolitical development has been associated with progress in career development, school engagement, and healthier sexual behavior among oppressed and marginalized adolescents. However, knowledge of outcomes that sociopolitical development may facilitate has outpaced knowledge of what may facilitate sociopolitical development. This paper examines key aspects of adolescents' context—the school and parents—and their potential influence on the sociopolitical development of poor adolescents of color. This research question is examined with 2,078 National Educational Longitudinal Survey participants. The obtained structural equation model suggests that parental support and student racial relations are predictive of sociopolitical development. These results provide empirical support for extant sociopolitical development models and illuminate our understanding of a critical social justice issue. These results inform sociopolitical development interventions, counseling practice, and scholarly understanding of how oppressed adolescents cope with sociopolitical inequity.

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“…The comprehensive Handbook for Social Justice in Counseling Psychology (Toporek, Gerstein, Fouad, Roysicar, & Israel, 2006) detailed many noteworthy practice exemplars with regard to social justice work, ranging from the application of Helms's racial identity theory in a school-based intervention (Thompson, Alfred, Edwards, & Garcia, 2006), to a social justice perspective on HIV/AIDS interventions (Schmidt, Hoffman, & Taylor, 2006), to the emerging international consultative work of counseling psychologists (e.g., Horne & Mathews, 2006). The economic barriers and hardships faced by various groups were referenced at several points in the book, and the circumstances of poor people in the United States were the central themes of two chapters.…”

Section: Counseling Psychology Social Class and Social Justicementioning

confidence: 99%

Positioning Classism Within Counseling Psychology's Social Justice Agenda

Smith

2007

The Counseling Psychologist

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Counseling psychologists have been instrumental in advancing a social justice agenda within the larger field of psychology. What is still missing within this agenda, however, is a fully developed consideration of classism within the spectrum of oppressions more commonly addressed in discussions of social justice and multiculturalism. The operations of classism can be difficult to see in a society that has long considered itself to be classless, and for counseling psychologists to undertake this work, they must initiate a deliberate effort to develop their awareness of classism as it affects their theory, research, and practice. In support of this end, the author presents a social justice conceptualization of classism, provides examples of classism at work, and outlines the resulting implications for counseling psychology practice.

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Transformative Endeavors: Implementing Helms's Racial Identity Theory to a School-Based Heritage Project

Cited by 4 publications

References 0 publications

Evidence‐Based Practice and Its Implications for Culturally Sensitive Treatment

Evidence‐Based Practice and Its Implications for Culturally Sensitive Treatment

School and Parental Influences on Sociopolitical Development Among Poor Adolescents of Color

Positioning Classism Within Counseling Psychology's Social Justice Agenda

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